Play Therapy


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Play Therapy

  1. 1. Non-directive Play Therapy Healing Children in their natural language
  2. 2.  Facilitate the 7 essentials Look as if they have been  Expression of a wide range of played with feelings Are durable  Exploration of real-life experiences Are plain (without characters,  Reality testing of limits design)  Development of positive self- image Are not  Development of self understanding electronic/mechanical  Opportunity to develop self- Are organized control
  3. 3. A r Rg e eg l ar e le a -s s ls e ii fv eeC er xe p •There should be private space where the childa r can “escape”t ei s •Toys must be kept in good repair or discardedv se i •The room should be designed to facilitate the 8 o n principles of play therapy
  4. 4. 8 Principles 7 Structured responsesWarm, friendly rapport Track behaviorChild is accepted as is Reflect contentPermissiveness is established Reflect feelingAlertness to child’s feelings Facilitate decision-makingChild’s ability to problem-solveis respected Facilitate creativityChild directs his own words and Esteem-buildingplay Facilitate the relationshipChild sets the paceLimits are set sparingly
  5. 5. “Permissiveness  Guidelines for Limits  Believe that children will choose positive in the child cooperative behavior, if given enough chance centered play  Establish total limits (not open to interpretation, or argument) therapy  Emphasis is on the object and behavior, not the approach does individuals (I, you, and we)  Look at the limits on your card not mean the  Have confidence that the child will follow the limit acceptance of  Have a logical consequence ready for if s/he all behaviors” doesn’t (Landreth,
  6. 6. Developmentally  Adding a therapeutic element to the playAppropriatePractice #10: helps to strengthen the bond between teacherPlay is an and childimportantvehicle for  “A child who loves you, will do anything for you”developing self-regulation, and  Model uses encouragement with tracking,promoting logical consequences, and limit settinglanguage,cognition, and  Recognize the goal behind behavior andsocialcompetence increase acceptance“Rather than  Note: Training is recommended beforedetracting fromacademic implementing this model into a classroomlearning, play  Many school counselors can offer this trainingappears tosupport theabilities thatunderlie such
  7. 7. Landreth, G. L. (2002). Play therapy: The art of therelationship, second ed. New York, NYAxline, V. (1969). Play therapy. New York, NYKaduson, H., Schaefer, C. (Eds). (1997). 101 Favorite playtherapy techniques. Lanham, MDMagnuson, S. (2003) Play as therapy: Counselors andsocial studies educators collaborating to help children.Int J Soc Educ. 18 (1), 59-66White, J, Flynt, M, & Draper, K (1997). Kinder therapy:Teachers as therapeutic agents. Journal of Play Therapy,6 (2), 33-49
  8. 8. Image Resources 1. 2. 4. 5. 6. 7. 8. 9. content/uploads/2009/04/crazykid-237x300.jpg&imgrefurl